Abstract

A major feature of school reform has been school-based management: the shifting of significant responsibility, authority and accountability to the school level within centrally determined frameworks. The impact of this aspect of reform has been the subject of debate around the world. Evidence of impact is examined, with particular attention given to level of acceptance, change to work place practice, and outcomes for students. Strategies for a positive impact are explored, with particular attention given to enhancement of classroom effectiveness.

摘要

學校改革的一個主要發展是校本管理；這是指重要責任、權力，和問責在中央指定架構內，向學校轉移的措施。這個發展所產生的影響，早已在世界各地引起輿論。

在這篇文章之中，作者透過對接受的階層、工作實踐上的改變，和對學生的影響這幾方面的討論，提出有關論證。此外，對如何加強正面的影響，特別是教學效能的提升，作者也提出他寶貴的意見。

摘要

香港的小學數學課程沿用超過十年，原有的綱要還不能配合普及教育的現實情況，這是應該認真地進行課程評估和改革的時刻了。本文先從一次由八位小學數學教師參與的專題小組訪談的結果開始，討論四個本地小學數學教育較突出的問題：課程的銜接、課本為本教學、無法照顧個別差異和學能測驗帶來的影響。綜合來說，要檢討課程與教學，有必要考慮三方面的問題：（1）考察課程內容及各單元目標的相互連繫，（2）探討適切可行的方法，照顧學生學習上的個別差異，（3）研究與此配合的教師培訓及專業化發展。作為課程檢討的開端，文末開列了一些實質的研究和發展方向。

Abstract

The mathematics curriculum for Hong Kong primary schools has been in use for over ten years and it is time to conduct an extensive review and reform since this curriculum cannot cope with real learning situations in the present era of universal education. We begin with a report on an exploratory focus group interview in which eight primary school mathematics teachers participated. Four prominent problems have been identified from this discussion, namely, problematic linkages between curricula, inflexible textbook-based teaching, failure to cope with individual differences, and the distortion of school mathematics teaching by aptitude tests. Based on these results, we propose that a review on the curriculum and instruction of primary school mathematics has to address problems in three aspects: (1) a substantial study of the curriculum content as well as the learning targets and linkages between different topics, (2) the search for feasible methods to cope with students'individual differences in learning, and (3) an exploration of concerted programmes in teachers' training and supportive ways for professional development. As a starter for such a curriculum appraisal, we suggest some viable directions for future research and development.

摘要

本研究是運用傳記式研究法，追溯分析香港小學教師對課程與教學的反思過程，探討這些課程與教學的知識和信念的形成與改變。這些改變亦標誌著香港小學教育工作者專業化過程的一些片斷。改變可以來自教師的自我內部強化及成長，可以來自外部環境的變因，也可以來自教師教育的課程（中大小學教育兼讀課程）。本研究的目的在於找出這些影響教師反思深度及闊度的各種因素，最終真正的改進仍是來自不斷向內向外的探究，本研究正是朝這目標走向的一個實證。

Abstract

The theme of this research is to focus on the process of reflection on curriculum and instruction within those primary school teachers. It also attempts to study the formation and changes of knowledge and belief in curriculum and instruction. Those changes represent a part of professional development of primary school teachers. Changes may be brought by the teacher' personal growth, external environmental factors, or the PDP Primary Education program. It is the aim of the research to find out the factors which affect the depth as well as the width of teachers' reflection. Ultimately the source of changes and improvement comes from everlasting internal and external inquiry. This research at least shares an example of such an inquiry.

摘要

本文是一個探索性研究，其研究概念源於行動研究法，目的在於解決筆者在實際教學中遇到的一個難題：如何能夠幫助「無心向學學生」學習。研究對象是一班24人，被認為是無心向學的小學四年級學生。筆者以「合作式通達教學法」指導該班學生學習數學，為時約六個月。本研究比較了施行前後學生在數學科的全級名次及數學情意的轉變。結果顯示，實施上述教學法後，該班學生數學科的學業成績及對學習數學的情意都有顯著提高。

Abstract

The idea of this study comes from action research. It tries to tackle a practical problem that the author faces: how to help low-motivated students to learn. The sample is a class of 24 students of Primary 4. They were regarded as low-motivated by their form teachers. The author taught them mathematics with Cooperative-Mastery method for about 6 months. The ranks of their achievement in mathematics and their affection (self-concept, attitude and value) towards the learning of mathematics were compared before and after the study. Results showed that both their ranks in mathematics and their affection towards the learning of mathematics were significantly higher.

摘要

小學教育應全面照顧兒童知、情、意的均衡發展。中外學者多認同兒童文學對兒童情意培養有重大作用。小學生接觸兒童文學最便捷的途徑是課本。而在小學分科教學中，中文科向被認為最適合培養兒童情感發展。1990年修訂的（小學中文科課程綱要）將情感目標與語文的認識和技能目標並列。本文透過分析教署推薦的十套課本的其中兩套，首先探討現行小學中文課本中兒童文學元素究竟有多少，能否為學生提供促夠的學習機會；再造一步分析兩套課本的兒童文學元素是否配合兒童的年齡和心理特徵而編寫。結果顯示兩套課本中具兒童文學元素的篇章並不缺乏，質素方面亦頗可觀，能配合小學中文科的情感教育目標，教師宜善加利用。

Abstract

An all-round development of our children should be taken care by primary education. Most educationists agree that it would be beneficial for a child's affective development if he or she can read more child literature. The easiest way for children to know about child literature is through the text books they use. Also, among the subjects that a child learns in school, Chinese is thought to be the most suitable one for cultivating the child's affective development. This may be the reason why the Syllabus of Primary Chinese lists both the affective development and the language skills as two important aims.

The present study is intended to investigate whether the child literary elements embedded in the text books now used in primary schools in Hong Kong can provide enough learning opportunities for the children and that whether these elements are suitably designed for the psychological and developmental needs of the children. Two sets of text books among the ten recommended by the Education Department were analyzed. Results show that there are enough quantity of good quality child literary elements found in these books that can be used to help childrens' affective development if suitably used by teachers.

摘要

本文目的在探討家長參與學校教育的理念、實踐方法和管理策略。文中指出，家長參與學校教育的涵義包括四個層次：參與個別學生的教育、參與家長組織、參與學校日常運作及參與學校決策。有效推動家長參與要經歷解凍期、推行期、鞏固期等不同階段，不可一蹴即至。在不同階段及不同層次的家長參與上，所需的準備工作有不同，所需的技巧也因情境不同而有差異。本文分析實踐過程中要考慮的因素，提出工作的指引和發展管理的策略，希望對家校合作的發展有些幫助。

Abstract

This paper aims to clarify the concept of parental involvement in school education and develop the methods and.strategies for its practice and management. This conception of parental involvement in school education may include four different levels: participation in educating individual students, participation in parents organizatioin, participation in daily school operation, and participation in school decision-making. Effective implementation of parental involvement may experience three different stages: unfreezing stage, implementing stage, and refreezing stage. For implementing different levels of parental involvement at different stages, the preparations and methods are different. The paper analyses the process of implementation and proposes some guidelines and strategies to practice and manage it.

摘要

數學是基礎教育的一個重要學科。不同地域的數學教育有其共同之處，但也存在許多差異。本文以中國大陸和香港的小學數學教育文件為基礎，從教學目標、教學內容、教學方法等幾個方面進行分析和研究。筆者認為，從總體上看，兩地的小學數學教學目標都比較明確具體，基本的內涵也比較相近，而在具體的表述上有一些差別。在教學內容方面，中國的數學內容範圍比較集中，要求相對比較高；而香港的教學內容範圍比較廣，要求的程度比較低。在內容的分佈上，中國的內容分佈相對集中，而香港的比較分散。教學方法上都比較重視基礎知識和基本技能的教學，同時把培養學生的能力放在重要的地位。相對來說，香港更強調教學過程中聯繫兒童的生活實際。最後，從兩地的民族文化傳統、社會和經濟的發展、教育模式和教育結構等幾個方面分析了產生這些異同的原因。